Grade+3+Unit+1-Close+Reading+2

= Introduction: Lesson 4 = Briefly review characteristics of historical fiction (try to tie a historical fiction read aloud in your current Social Studies unit to familiarize students and review elements of historical fiction). When reading //Pop’s Bridge//, closely read pages 116-123, as students will need the text to thoroughly examine the author’s craft and to answer questions. = = Prior to reading //Bridges//, discuss how the features of an informational text tell the reader a lot about bridges. Stress the importance of diagrams, headings, subheadings, pictures, captions and how they connect to the title of the text. The title of a nonfiction text is the main idea of what the text is about, and all the features are details that connect directly back to the title. Continuous ask questions like: How do the subheadings connect to the title? How do the photographs and captions connect to the title?

= Student Outcomes: =
 * Using details from the text, students will compare and contrast the main characters in //Pop's Bridge//.
 * SWBAT use text and graphic features to help enhance their understanding of a nonfiction passage.

1. After reading pages 116 and 117, compare and contrast Charlie’s father to Robert’s father. How are they the same? How are they different? 2. On page 120, what was Charlie’s motivation in hiding one of the puzzle pieces for his father ? 3. On page 123, how does the author use comparison, or a simile to help you visualize the bridge? || =Questions:= 1. Which subheading in the article would you look under to find out about a bridge that can stretch as far as 7,000 feet? 2. Why do you think the author chose to write “//Bridges//”? 3. How do the subheadings “Arch Bridge” and “Beam Bridge” support the title, //Bridges//? 4. According to the text and photos about bridges in the passage what do the photos show?
 * =Title 1: Pop's Bridge= || =Title 2: Bridges= ||
 * =Questions:=

5. Read these three sentences from paragraph 1 : //They think about how long the bridge must be.// //They think about what the bridge will cost.// //Then they decide what bridge to build.// Describe the relationship between these three sentences. Which is the cause and which is the effect? Explain. ||

= Summative Questions: =

1. Using time words, retell how the accident on the bridge occurred in sequential order. 2. Describe how Robert's understanding of the bridge workers changes from the beginning to the end? Why does he feel ashamed? 3. Read this last line from Robert’s dad. “Team effort,” my pop says. What is Robert’s dad thinkin?" 4. Why does Robert’s plan for the puzzle piece change?  5. After reading // Pop’s Bridge // and // Bridges // explain how a suspension bridge, like the one Robert’s father helped build, is different from a beam bridge?

BACK to ELA Grade 3